Meta-communication Between Designers and Players of Interactive Digital Narratives

Author(s):  
Colette Daiute ◽  
Robert O. Duncan ◽  
Fedor Marchenko
Keyword(s):  
Author(s):  
Otilia Pacea

From a simple list of links annotated and maintained by a small blog community of Internet groupies to elaborated content today, blogs have exploded into a rich gamut of subgenres. Most approaches that pioneered internet communication research are in fact non-empirical and non-linguistic. Two major blog types appear to have emerged, personal blogs and thematic blogs, with their corresponding already-established subgenres of filter blogs, k-logs, and corporate blogs as well as other emerging hybrid subgenres such as that of expat blogs. This chapter explores the language of high-impact blogs, testing a new methodology to establish blog genealogy in the context of online genre hybridity. Language data are collected using a major blog searching engine (Technorati) that currently indexes more than a million blogs. Individual language scores, which are used to calculate DICTION’s sub variables, are concatenated to outline the overall tone and theme of the blog posts that can be classified accordingly. The findings are correlated with existing blog classifications to propose a Diction-based methodology for genre analysis.


2021 ◽  
pp. 488-498
Author(s):  
Hartmut Koenitz ◽  
Jonathan Barbara ◽  
Mirjam Palosaari Eladhari

2016 ◽  
pp. 512-528
Author(s):  
Katherine Foxhall
Keyword(s):  

2019 ◽  
Vol 11 (2) ◽  
pp. 30-44
Author(s):  
Julian Zimmermann ◽  
Julian Happes ◽  
Nadja Bergis

The progressive digitization of society is irreversibly changing education. Specialists in teaching methodologies are having to address questions raised by the digital revolution in schools and develop appropriate training for teachers. This article responds to this revolution by proposing that smartphones be used to support digital teaching and learning processes in extracurricular learning settings. Specifically, it presents digital city tours as potential tools designed to help learners to explore the urban space integral to their living environment, recognize its historical dimension, and work on this dimension by developing digital narratives. The smartphone is understood here as a tool that makes it possible for learners to experience history and that encourages them to develop learning skills.


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